adverb

Adverbs are words that modify

• a verb (He drove slowly. — How did he drive?)
• an adjective (He drove a very fast car. — How fast was his car?)
• another adverb (She moved quite slowly down the aisle. — How slowly did she move?)

As we will see, adverbs often tell when, where, why, or under what conditions something happens or happened. Adverbs frequently end in -ly; however, many words and phrases not ending in -ly serve an adverbial function and an -ly ending is not a guarantee that a word is an adverb. The words lovely, lonely, motherly, friendly, neighborly, for instance, are adjectives:

• That lovely woman lives in a friendly neighborhood.

If a group of words containing a subject and verb acts as an adverb (modifying the verb of a sentence), it is called an Adverb Clause:

• When this class is over, we're going to the movies.

When a group of words not containing a subject and verb acts as an adverb, it is called an adverbial phrase. Prepositional phrases frequently have adverbial functions (telling place and time, modifying the verb):

• He went to the movies.
• She works on holidays.
• They lived in Canada during the war.

And Infinitive phrases can act as adverbs (usually telling why):

• She hurried to the mainland to see her brother.
• The senator ran to catch the bus.

But there are other kinds of adverbial phrases:

• He calls his mother as often as possible.

Click on "Lolly's Place" to read and hear Bob Dorough's "Get Your Adverbs Here" (from Scholastic Rock, 1974). Schoolhouse Rock® and its characters and other elements are trademarks and service marks of American Broadcasting Companies, Inc. Used with permission.

Adverbs can modify adjectives, but an adjective cannot modify an adverb. Thus we would say that "the students showed a really wonderful attitude" and that "the students showed a wonderfully casual attitude" and that "my professor is really tall, but not "He ran real fast."
Like adjectives, adverbs can have comparative and superlative forms to show degree.

• Walk faster if you want to keep up with me.
• The student who reads fastest will finish first.

We often use more and most, less and least to show degree with adverbs:

• With sneakers on, she could move more quickly among the patients.
• The flowers were the most beautifully arranged creations I've ever seen.
• She worked less confidently after her accident.
• That was the least skillfully done performance I've seen in years.

The as — as construction can be used to create adverbs that express sameness or equality: "He can't run as fast as his sister."
A handful of adverbs have two forms, one that ends in -ly and one that doesn't. In certain cases, the two forms have different meanings:

• He arrived late.
• Lately, he couldn't seem to be on time for anything.

In most cases, however, the form without the -ly ending should be reserved for casual situations:

• She certainly drives slow in that old Buick of hers.
• He did wrong by her.
• He spoke sharp, quick, and to the point.

Adverbs often function as intensifiers, conveying a greater or lesser emphasis to something. Intensifiers are said to have three different functions: they can emphasize, amplify, or downtone. Here are some examples:

• Emphasizers:
  • I really don't believe him.
  • He literally wrecked his mother's car.
  • She simply ignored me.
  • They're going to be late, for sure.
• Amplifiers:
  • The teacher completely rejected her proposal.
  • I absolutely refuse to attend any more faculty meetings.
  • They heartily endorsed the new restaurant.
  • I so wanted to go with them.
  • We know this city well.
• Downtoners:
  • I kind of like this college.
  • Joe sort of felt betrayed by his sister.
  • His mother mildly disapproved his actions.
  • We can improve on this to some extent.
  • The boss almost quit after that.
  • The school was all but ruined by the storm.

Adverbs (as well as adjectives) in their various degrees can be accompanied by premodifiers:

• She runs very fast.
• We're going to run out of material all the faster

This issue is addressed in the section on degrees in adjectives.

For this section on intensifiers, we are indebted to A Grammar of Contemporary English by Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. Longman Group: London. 1978. pages 438 to 457. Examples our own.

Using Adverbs in a Numbered List

Within the normal flow of text, it's nearly always a bad idea to number items beyond three or four, at the most. Anything beyond that, you're better off with a vertical list that uses numbers (1, 2, 3, etc.). Also, in such a list, don't use adverbs (with an -ly ending); use instead the uninflected ordinal number (first, second, third, fourth, fifth, etc.). First (not firstly), it's unclear what the adverb is modifying. Second (not secondly), it's unnecessary. Third (not thirdly), after you get beyond "secondly," it starts to sound silly. Adverbs that number in this manner are treated as disjuncts (see below.)

Adverbs We Can Do Without

Review the section on Being Concise for some advice on adverbs that we can eliminate to the benefit of our prose: intensifiers such as very, extremely, and really that don't intensify anything and expletive constructions ("There are several books that address this issue.")

Kinds of Adverbs

Adverbs of Manner
   She moved slowly and spoke quietly.

Adverbs of Place
   She has lived on the island all her life.
   She still lives there now.

Adverbs of Frequency
   She takes the boat to the mainland every day.
   She often goes by herself.

Adverbs of Time
   She tries to get back before dark.
   It's starting to get dark now.
   She finished her tea first.
   She left early.

Adverbs of Purpose
   She drives her boat slowly to avoid hitting the rocks.
   She shops in several stores to get the best buys.

Positions of Adverbs

One of the hallmarks of adverbs is their ability to move around in a sentence. Adverbs of manner are particularly flexible in this regard.

• Solemnly the minister addressed her congregation.
• The minister solemnly addressed her congregation.
• The minister addressed her congregation solemnly.

The following adverbs of frequency appear in various points in these sentences:

• Before the main verb: I never get up before nine o'clock.
• Between the auxiliary verb and the main verb: I have rarely written to my brother without a good reason.
• Before the verb used to: I always used to see him at his summer home.

Indefinite adverbs of time can appear either before the verb or between the auxiliary and the main verb:

• He finally showed up for batting practice.
• She has recently retired.

Order of Adverbs

There is a basic order in which adverbs will appear when there is more than one. It is similar to The Royal Order of Adjectives, but it is even more flexible.

THE ROYAL ORDER OF ADVERBS
Verb	Manner	Place	Frequency	Time	Purpose
Beth swims	enthusiastically	in the pool	every morning	before dawn	to keep in shape.
Dad walks	impatiently	into town	every afternoon	before supper	to get a newspaper.
Tashonda naps		in her room	every morning	before lunch.
	In actual practice, of course, it would be highly unusual to have a string of adverbial modifiers beyond two or three (at the most). Because the placement of adverbs is so flexible, one or two of the modifiers would probably move to the beginning of the sentence: "Every afternoon before supper, Dad impatiently walks into town to get a newspaper." When that happens, the introductory adverbial modifiers are usually set off with a comma.

More Notes on Adverb Order

As a general principle, shorter adverbial phrases precede longer adverbial phrases, regardless of content. In the following sentence, an adverb of time precedes an adverb of frequency because it is shorter (and simpler):

• Dad takes a brisk walk before breakfast every day of his life.

A second principle: among similar adverbial phrases of kind (manner, place, frequency, etc.), the more specific adverbial phrase comes first:

• My grandmother was born in a sod house on the plains of northern Nebraska.
• She promised to meet him for lunch next Tuesday.

Bringing an adverbial modifier to the beginning of the sentence can place special emphasis on that modifier. This is particularly useful with adverbs of manner:

• Slowly, ever so carefully, Jesse filled the coffee cup up to the brim, even above the brim.
• Occasionally, but only occasionally, one of these lemons will get by the inspectors.

Inappropriate Adverb Order

Review the section on Misplaced Modifiers for some additional ideas on placement. Modifiers can sometimes attach themselves to and thus modify words that they ought not to modify.

• They reported that Giuseppe Balle, a European rock star, had died on the six o'clock news.

Clearly, it would be better to move the underlined modifier to a position immediately after "they reported" or even to the beginning of the sentence — so the poor man doesn't die on television.

Misplacement can also occur with very simple modifiers, such as only and barely:

• She only grew to be four feet tall.

It would be better if "She grew to be only four feet tall."

Adjuncts, Disjuncts, and Conjuncts

Regardless of its position, an adverb is often neatly integrated into the flow of a sentence. When this is true, as it almost always is, the adverb is called an adjunct. (Notice the underlined adjuncts or adjunctive adverbs in the first two sentences of this paragraph.) When the adverb does not fit into the flow of the clause, it is called a disjunct or a conjunct and is often set off by a comma or set of commas. A disjunct frequently acts as a kind of evaluation of the rest of the sentence. Although it usually modifies the verb, we could say that it modifies the entire clause, too. Notice how "too" is a disjunct in the sentence immediately before this one; that same word can also serve as an adjunct adverbial modifier: It's too hot to play outside. Here are two more disjunctive adverbs:

• Frankly, Martha, I don't give a hoot.
• Fortunately, no one was hurt.

Conjuncts, on the other hand, serve a connector function within the flow of the text, signaling a transition between ideas.

• If they start smoking those awful cigars, then I'm not staying.
• We've told the landlord about this ceiling again and again, and yet he's done nothing to fix it.

At the extreme edge of this category, we have the purely conjunctive device known as the conjunctive adverb (often called the adverbial conjunction):

• Jose has spent years preparing for this event; nevertheless, he's the most nervous person here.
• I love this school; however, I don't think I can afford the tuition.

Authority for this section: A University Grammar of English by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. 126. Used with permission. Examples our own.

Some Special Cases

The adverbs enough and not enough usually take a postmodifier position:

• Is that music loud enough?
• These shoes are not big enough.
• In a roomful of elderly people, you must remember to speak loudly enough.

(Notice, though, that when enough functions as an adjective, it can come before the noun:

• Did she give us enough time?

The adverb enough is often followed by an infinitive:

• She didn't run fast enough to win.

The adverb too comes before adjectives and other adverbs:

• She ran too fast.
• She works too quickly.

If too comes after the adverb it is probably a disjunct (meaning also) and is usually set off with a comma:

• Yasmin works hard. She works quickly, too.

The adverb too is often followed by an infinitive:

• She runs too slowly to enter this race.

Another common construction with the adverb too is too followed by a prepositional phrase — for + the object of the preposition — followed by an infinitive:

• This milk is too hot for a baby to drink.

Relative Adverbs

Adjectival clauses are sometimes introduced by what are called the relative adverbs: where, when, and why. Although the entire clause is adjectival and will modify a noun, the relative word itself fulfills an adverbial function (modifying a verb within its own clause).
The relative adverb where will begin a clause that modifies a noun of place:

My entire family now worships in the church where my great grandfather used to be minister.

The relative pronoun "where" modifies the verb "used to be" (which makes it adverbial), but the entire clause ("where my great grandfather used to be minister") modifies the word "church."

A when clause will modify nouns of time:

My favorite month is always February, when we celebrate Valentine's Day and Presidents' Day.

And a why clause will modify the noun reason:

Do you know the reason why Isabel isn't in class today?

We sometimes leave out the relative adverb in such clauses, and many writers prefer "that" to "why" in a clause referring to "reason":

• Do you know the reason why Isabel isn't in class today?
• I always look forward to the day when we begin our summer vacation.
• I know the reason that men like motorcycles.

Authority for this section: Understanding English Grammar by Martha Kolln. 4rth Edition. MacMillan Publishing Company: New York. 1994.

Viewpoint, Focus, and Negative Adverbs

A viewpoint adverb generally comes after a noun and is related to an adjective that precedes that noun:

• A successful athletic team is often a good team scholastically.
• Investing all our money in snowmobiles was probably not a sound idea financially.

You will sometimes hear a phrase like "scholastically speaking" or "financially speaking" in these circumstances, but the word "speaking" is seldom necessary.

A focus adverb indicates that what is being communicated is limited to the part that is focused; a focus adverb will tend either to limit the sense of the sentence ("He got an A just for attending the class.") or to act as an additive ("He got an A in addition to being published."
Although negative constructions like the words "not" and "never" are usually found embedded within a verb string — "He has never been much help to his mother." — they are technically not part of the verb; they are, indeed, adverbs. However, a so-called negative adverb creates a negative meaning in a sentence without the use of the usual no/not/neither/nor/never constructions:

• He seldom visits.
• She hardly eats anything since the accident.
• After her long and tedious lectures, rarely was anyone awake.

infancy

Although science generally avoids making value statements, in the world of psychology, one value is comfortably accepted by everyone:  We would like to know how best to raise children to become healthy, happy, and productive people.  This is what the field of developmental psychology is all about.

Infancy is usually considered the first 2 1/2 years of life.  The first two months of infancy is called the neonatal period.  At this point, life is mostly a matter of satisfying one's basic needs:  Enough milk (preferably mom's), staying warm and dry, and, of course, pooping.  Lots and lots of pooping.  More seriously, the infant needs to be protected from harm and infection, the latter being the greatest threat at this time of life.
In a way, the neonate (newborn) is a fetus out of his or her element.  A great deal of neurological development especially is still going on.  Since the neurons are still reproducing and growing their axons, the neonate's nervous system retains a considerable amount of plasticity, meaning that there is relatively little specialization of function.  If damage were to occur to a part of the brain, for example, another part of the brain could still take over.

Infancts can see at birth, but they are very nearsighted and can't coordinate their eye movements.  Hearing, on the other hand, is already at work in the womb, by about the 20th week.  Smell and taste are sharp at birth, and babies have a preference for sweets, which, not coincidentally, includes breast milk.

In the neonate, we can clearly see the presence of some basic reflexes, such as rooting (searching for mom's nipple) and the startle reflex.  We can also see certain instinctual patterns:  Infants seem to orient towards faces and voices, especially female ones, and seem to recognize their mother's voice and smell.
There have been many interesting experiments in this regard, and they use some interesting special techniques:  Some videotape the babies face to keep track of where they are looking and how they are responding;  Others use a special pacifier that keeps track of the rate of sucking. Babies suck more rapidly when they are experiencing something interesting.
One example of an experiment looked at babies responses to various faces, as represented by masks, similar to the ones pictured here:

 

The surprising finding was that the babies seemed pretty happy with all the faces - even the "scary" one - except the one consisting of one eye.  It would seem that the presence of two eyes is a key feature for infants!
The most important psychological task for the infant is called attachment, meaning the establishment of a tight bond with mom, dad, and other significant people.  This is our human version of the imprinting process we see in animals, where a baby animal learns to follow its mother.  Since our infants can't walk, they make effective use of their parents' instincts to be attracted to babies, by cooing, gurgling, smiling, and generally acting cute.
Physical touch seems to be crucial to attachment.  In orphanages in troubled countries, where there may be a significant shortage of caregivers, the infants are often deprived of physical contact with the nurses.  Even when all their other needs are being met, the infants tend to become withdrawn and sickly and even die.  Babies need to be held and cuddled and loved.

Attachment is normally established by 8 months or so.  Signs of attachment include separation anxiety, which is common between 6 and 18 months old, and stranger anxiety, which is common between 8 months and 24 months.

Middle infancy (about 2 to 15 months) is a period of rapid growth and weight gain.  The nervous system is clearly pulling its act together, and the infant has a strong drive to move and make noise.  Among its needs now are not only the presence of a loving adult, but opportunities to experience the environment and to explore it.
Inborn personality differences (called temperaments) become very clear:  Some babies are easily upset or frightened, some quick tempered, some easygoing and calm;  Some are active, restless, and fidgety, some quiet an lazy;  Some like people, some are shy, some are independent.
From 15 to 30 months, we call the baby a toddler, from the way they walk.  They are getting control over both their fine and large muscles, learning to speak, and learning  to use the potty.  At the same time, they are developing a serious sense of independence, strong likes and dislikes, and the ability to say no to their parents.  This is where we get the notion of the "terrible twos."  The "threes" aren't so easy either.

report in tcc

Definition

Prenatal development refers to the process in which a baby develops from a single cell after conception into an embryo and later a fetus.

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The average length of time for prenatal development to complete is 38 weeks from the date of conception. During this time, a single-celled zygote develops in a series of stages into a full-term baby. The three primary stages of prenatal development are the germinal stage, the embryonic stage, and the fetal stage.

Germinal stage

Conception occurs when the female egg (ovum) is fertilized by a the male sperm. Under normal circumstances, one egg is released approximately once a month from a woman's ovary during a process called ovulation. The egg makes its way into a fallopian tube, a structure that guides the egg away from the ovary toward the uterus. For fertilization to occur, sperm ejaculated during sexual intercourse (or introduced during artificial insemination) in a substance called semen must have made their way from the vagina into the uterus and subsequently into the fallopian tube where the ovum has been released. This process can take up to ten hours after ejaculation. For fertilization to occur, a sperm must penetrate the tough outer membrane of the egg called the zona pellucida. When one sperm successfully binds with the zona pellucida, a series of chemical reactions occurs to allow only that sperm to penetrate. Fertilization occurs when the sperm successfully enters the ovum's membrane. The genetic material of the sperm and egg then combine to form a single cell called a zygote and the germinal stage of prenatal development commences.
The zygote soon begins to divide rapidly in a process called cleavage, first into two identical cells called blastomeres, which further divide to four cells, then into eight, and so on. The group of diving cells begins to move along the fallopian tube toward the uterus. About sixty hours after fertilization, approximately sixteen cells have formed to what is called a morula, still enclosed by the zona pellucida; three days after fertilization, the morula enters the uterus. As cell division continues, a fluid-filled cavity called a blastocoele forms in the center of the group of cells, with the outer shell of cells called trophoblasts and an inner mass of cells called embryoblasts. The zona pellucida disappears and the morula becomes a blastocyst. At this stage the blastocyst consists of 200 to 300 cells and is ready for implantation.
Implantation, the process in which the blastocyst implants into the uterine wall, occurs approximately six days after conception. Hormones secreted from the mother's ovaries and a chemical secreted by the trophoblasts begin to prepare the uterine wall. The blastocyst first adheres to the wall then moves into the uterine tissue. Implantation marks the end of the germinal stage and the beginning of the embryonic stage.

Embryonic stage

The embryonic stage begins after implantation and lasts until eight weeks after conception. Soon after implantation, the cells continue to rapidly divide and clusters of cells begin to take on different functions (called differentiation). A process (gastrulation) leads to the formation of three distinct layers called germ layers: the ectoderm (outer layer), the mesoderm (middle layer), and the endoderm (inner layer). As the embryo develops, each germ layer differentiates into different tissues and structures. For example, the ectoderm eventually forms skin, nails, hair, brain, nervous tissue and cells, nose, sinuses, mouth, anus, tooth enamel, and other tissues. The mesoderm develops into muscles, bones, heart tissue, lungs, reproductive organs, lymphatic tissue, and other tissues. The endoderm forms the lining of lungs, bladder, digestive tract, tongue, tonsils, and other organs.
The process of differentiation takes place over a period of weeks with different structures forming simultaneously. Some of the major events that occur during the embryonic stage are as follows:

Illustration of prenatal development, from the two-cell, or zygote, stage through the embryonic stage, in which the major body systems develop, to the fetal stage, during which the baby's brain develops and the body adds size and weight.

(Illustration by GGS Information Services.)

• Week 3: Beginning development of the brain, heart, blood cells, circulatory system, spinal cord, and digestive system.
• Week 4: Beginning development of bones, facial structures, and limbs (presence of arm and leg buds); continuing development of the heart (which begins to beat), brain, and nervous tissue.
• Week 5: Beginning development of eyes, nose, kidneys, lungs; continuing development of the heart (formation of valves), brain, nervous tissue, and digestive tract.
• Week 6: Beginning development of hands, feet, and digits; continuing development of brain, heart, and circulation system.
• Week 7: Beginning development of hair follicles, nipples, eyelids, and sex organs (testes or ovaries); first formation of urine in the kidneys and first evidence of brain waves.
• Week 8: Facial features more distinct, internal organs well developed, the brain can signal for muscles to move, heart development ends, external sex organs begin to form.

By the end of the embryonic stage, all essential external and internal structures have been formed. The embryo is now referred to as a fetus.

Fetal stage

Prenatal development is most dramatic during the fetal stage. When an embryo becomes a fetus at eight weeks, it is approximately 3 centimeters (1.2 inches) in length from crown to rump and weighs about 3 grams (0.1 ounce). By the time the fetus is considered full-term at 38 weeks gestation, he or she may be 50 centimeters (20 inches) or 3.3 kilograms (7.3 pounds). Although all of the organ systems were formed during embryonic development, they continue to develop and grow during the fetal stage. Examples of some of the major features of fetal development by week are as follows:

• Weeks 9–12: The fetus reaches approximately 8 cm. (3.2 in.) in length; the head is approximately half the size of the fetus. External features such as the face, neck, eyelids, limbs, digits, and genitals are well formed. The beginnings of teeth appear, and red blood cells begin to be produced in the liver. The fetus is able to make a fist.
• Weeks 13–15: The fetus reaches approximately 15 cm. (6 in.) in length. Fine hair called lanugo first develops on the head; structures such as the lungs, sweat glands, muscles, and bones continue to develop. The fetus is able to swallow and make sucking motions.
• Weeks 16–20: The fetus reaches approximately 20 cm. (8 in.) in length. Lanugo begins to cover all skin surfaces, and fat begins to develop under the skin. Features such as finger and toenails, eyebrows, and eyelashes appear. The fetus becomes more active, and the mother can sometimes begin to feel fetal movements at this stage.
• Weeks 21–24: The fetus reaches approximately 28.5 cm. (11.2 in.) in length and weighs approximately 0.7 kg (1 lb. 10 oz.). Hair grows longer on the head, and the eyebrows and eye lashes finish forming. The lungs continue to develop with the formation of air sac (alveoli); the eyes finish developing. A startle reflex develops at this time.
• Weeks 25–28: The fetus reaches approximately 38 cm. (15 in.) in length and weighs approximately 1.2 kg (2 lb. 11 oz.). The next few weeks mark a period of rapid brain and nervous system development. The fetus gains greater control over movements such as opening and closing eyelids and certain body functions. The lungs have developed sufficiently that air breathing is possible.
• Weeks 29–32: The fetus reaches approximately 38–43 cm. (15–17 in.) in length and weighs approximately 2 kg (4 lb. 6 oz.). Fat deposits become more pronounced under the skin. The lungs remain immature but breathing movements begin. The fetus's bones are developed but not yet hardened.
• Weeks 33–36: The fetus reaches approximately 41–48 cm. (16–19 in.) in length and weighs 2.6–3.0 kg (5 lb. 12 oz. to 6 lb. 12 oz.). Body fat continues to increase, lanugo begins to disappear, and fingernails are fully grown. The fetus has gained a high degree of control over body functions.
• Weeks 36–38: The fetus reaches 48–53 cm. (19–21 in.) in length is considered to be full-term by the end of this period. Lanugo has mostly disappeared and is replaced with thicker hair on the head. Fingernails have grown past the tips of the fingers. In a healthy fetus, all organ systems are functioning.

Common problems

Although 90 percent of babies born in the United States are considered healthy, abnormalities may arise during prenatal development that are considered congenital (inherited or due to a genetic abnormality) or environmental (such as material derived abnormalities). In other cases, problems may arise when a fetus is born prematurely.

Congenital abnormalities

In some cases abnormalities may arise during prenatal development that cause physical malformations or developmental delays or affect various parts of the body after the child is born. The cause may be a small mutation in or damage to the genetic material of cells, or a major chromosomal abnormality (each normal cell has two copies each of 23 strands [called chromosomes] of genetic material, and abnormalities can arise if there are three copies of a strand or only one). Sometimes the abnormality is inherited from one or both parents; in other cases, the defect occurs because of an error in prenatal development.
Some abnormalities are minor and do not affect the long-term prognosis once the child is born. At the other end of the spectrum, abnormalities may be so severe that fetal demise is inevitable. Approximately 10 to 15 percent of pregnancies end before the twentieth week, a process called miscarriage or spontaneous abortion; congenital abnormalities account for a significant proportion of miscarriages. Genetic abnormalities account for approximately 5 percent of miscarriages.

Maternal derived abnormalities

The age, health status, nutritional status, and environment of the mother are all closely tied to the health of a growing embryo or fetus. Some examples of environmental factors that may lead to developmental abnormalities include:

• Age: As of 2004, research showed that babies born to mothers between the ages of seventeen and thirty-five tend to be healthier. One reason is that the risk of certain congenital abnormalities such as Down syndrome increases with mother's age (particularly mothers over forty). Another reason is that the risk of having pregnancy or birth complications is greater with women over the age of thirty-five.
• Health status: In some cases a mother may pass a viral or bacterial infection to the fetus, such as in human immunodeficiency virus (HIV). In other cases, a mother's illness may cause congenital malformations; an example is rubella , which can cause heart defects, deafness, developmental delays, and other problems in a fetus if the mother contracts it during pregnancy.
• Nutritional status: A well-balanced diet rich in nutrients such as folic acid , calcium, iron, zinc, vitamin D, and the B vitamins is recommended for pregnant women. Certain vitamin and mineral deficiencies can interfere with normal prenatal development. For example, a deficiency in folic acid during the early stages of pregnancy may lead to neural tube defects such as spina bifida . Mothers are recommended to eat approximately 300 additional calories a day (above and beyond a normal non-pregnancy diet) to support the fetus's growth and development.
• Other environmental factors: Exposure to certain substances called teratogens (agents that may interfere with prenatal development) during pregnancy may cause embryonic or fetal malformations. Examples of teratogens include alcohol, thalidomide, cocaine, certain seizure medications, diethylstilbestrol (DES), and the anti-acne drug Accutane.

Prematurity

Advances in medical care have made it possible for many infants born prematurely to survive and develop normally. The earlier the gestational age, the greater the chance of death or significant medical problems. Whether or not a premature infant will survive is intimately tied to his or her gestational age:

• 21 weeks or less: 0 percent survival rate
• 22 weeks: 0–10 percent survival rate
• 23 weeks: 10–35 percent survival rate
• 24 weeks: 40–70 percent survival rate
• 25 weeks: 50–80 percent survival rate
• 26 weeks: 80–90 percent survival rate
• 27 weeks: greater than 90 percent survival 

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Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are adjectives.

• the tall professor
• the lugubrious lieutenant
• a solid commitment
• a month's pay
• a six-year-old child
• the unhappiest, richest man

If a group of words containing a subject and verb acts as an adjective, it is called an Adjective Clause. My sister, who is much older than I am, is an engineer. If an adjective clause is stripped of its subject and verb, the resulting modifier becomes an Adjective Phrase: He is the man who is keeping my family in the poorhouse.
Before getting into other usage considerations, one general note about the use — or over-use — of adjectives: Adjectives are frail; don't ask them to do more work than they should. Let your broad-shouldered verbs and nouns do the hard work of description. Be particularly cautious in your use of adjectives that don't have much to say in the first place: interesting, beautiful, lovely, exciting. It is your job as a writer to create beauty and excitement and interest, and when you simply insist on its presence without showing it to your reader — well, you're convincing no one.
Consider the uses of modifiers in this adjectivally rich paragraph from Thomas Wolfe's Look Homeward, Angel. (Charles Scribner's, 1929, p. 69.) Adjectives are highlighted in this color; participles, verb forms acting as adjectives, are highlighted in this blue. Some people would argue that words that are part of a name — like "East India Tea House — are not really adjectival and that possessive nouns — father's, farmer's — are not technically adjectives, but we've included them in our analysis of Wolfe's text.

He remembered yet the East India Tea House at the Fair, the sandalwood, the turbans, and the robes, the cool interior and the smell of India tea; and he had felt now the nostalgic thrill of dew-wet mornings in Spring, the cherry scent, the cool clarion earth, the wet loaminess of the garden, the pungent breakfast smells and the floating snow of blossoms. He knew the inchoate sharp excitement of hot dandelions in young earth; in July, of watermelons bedded in sweet hay, inside a farmer's covered wagon; of cantaloupe and crated peaches; and the scent of orange rind, bitter-sweet, before a fire of coals. He knew the good male smell of his father's sitting-room; of the smooth worn leather sofa, with the gaping horse-hair rent; of the blistered varnished wood upon the hearth; of the heated calf-skin bindings; of the flat moist plug of apple tobacco, stuck with a red flag; of wood-smoke and burnt leaves in October; of the brown tired autumn earth; of honey-suckle at night; of warm nasturtiums, of a clean ruddy farmer who comes weekly with printed butter, eggs, and milk; of fat limp underdone bacon and of coffee; of a bakery-oven in the wind; of large deep-hued stringbeans smoking-hot and seasoned well with salt and butter; of a room of old pine boards in which books and carpets have been stored, long closed; of Concord grapes in their long white baskets.

An abundance of adjectives like this would be uncommon in contemporary prose. Whether we have lost something or not is left up to you.

Position of Adjectives

Unlike Adverbs, which often seem capable of popping up almost anywhere in a sentence, adjectives nearly always appear immediately before the noun or noun phrase that they modify. Sometimes they appear in a string of adjectives, and when they do, they appear in a set order according to category. (See Below.) When indefinite pronouns — such as something, someone, anybody — are modified by an adjective, the adjective comes after the pronoun:

Anyone capable of doing something horrible to someone nice should be punished.
Something wicked this way comes.

And there are certain adjectives that, in combination with certain words, are always "postpositive" (coming after the thing they modify):

The president elect, heir apparent to the Glitzy fortune, lives in New York proper.

See, also, the note on a- adjectives, below, for the position of such words as "ablaze, aloof, aghast."

Degrees of Adjectives

Adjectives can express degrees of modification:

• Gladys is a rich woman, but Josie is richer than Gladys, and Sadie is the richest woman in town.

The degrees of comparison are known as the positive, the comparative, and the superlative. (Actually, only the comparative and superlative show degrees.) We use the comparative for comparing two things and the superlative for comparing three or more things. Notice that the word than frequently accompanies the comparative and the word the precedes the superlative. The inflected suffixes -er and -est suffice to form most comparatives and superlatives, although we need -ier and -iest when a two-syllable adjective ends in y (happier and happiest); otherwise we use more and most when an adjective has more than one syllable.

Positive	Comparative	Superlative
rich	richer	richest
lovely	lovelier	loveliest
beautiful	more beautiful	most beautiful

Certain adjectives have irregular forms in the comparative and superlative degrees:

Irregular Comparative and Superlative Forms
good	better	best
bad	worse	worst
little	less	least
much many some	more	most
far	further	furthest

Be careful not to form comparatives or superlatives of adjectives which already express an extreme of comparison — unique, for instance — although it probably is possible to form comparative forms of most adjectives: something can be more perfect, and someone can have a fuller figure. People who argue that one woman cannot be more pregnant than another have never been nine-months pregnant with twins.
Grammar's ResponseAccording to Bryan Garner, "complete" is one of those adjectives that does not admit of comparative degrees. We could say, however, "more nearly complete." I am sure that I have not been consistent in my application of this principle in the Guide (I can hear myself, now, saying something like "less adequate" or "more preferable" or "less fatal"). Other adjectives that Garner would include in this list are as follows:

absolute	impossible	principal
adequate	inevitable	stationary
chief	irrevocable	sufficient
complete	main	unanimous
devoid	manifest	unavoidable
entire	minor	unbroken
fatal	paramount	unique
final	perpetual	universal
ideal	preferable	whole

From The Oxford Dictionary of American Usage and Styleby Bryan Garner. Copyright 1995 by Bryan A. Garner. Published by Oxford University Press, Inc., www.oup-usa.org, and used with the gracious consent of Oxford University Press.

Be careful, also, not to use more along with a comparative adjective formed with -er nor to use most along with a superlative adjective formed with -est (e.g., do not write that something is more heavier or most heaviest).
The as — as construction is used to create a comparison expressing equality:

• He is as foolish as he is large.
• She is as bright as her mother.

Premodifiers with Degrees of Adjectives

Both adverbs and adjectives in their comparative and superlative forms can be accompanied by premodifiers, single words and phrases, that intensify the degree.

• We were a lot more careful this time.
• He works a lot less carefully than the other jeweler in town.
• We like his work so much better.
• You'll get your watch back all the faster.

The same process can be used to downplay the degree:

• The weather this week has been somewhat better.
• He approaches his schoolwork a little less industriously than his brother does.

And sometimes a set phrase, usually an informal noun phrase, is used for this purpose:

• He arrived a whole lot sooner than we expected.
• That's a heck of a lot better.

If the intensifier very accompanies the superlative, a determiner is also required:

• She is wearing her very finest outfit for the interview.
• They're doing the very best they can.

Occasionally, the comparative or superlative form appears with a determiner and the thing being modified is understood:

• Of all the wines produced in Connecticut, I like this one the most.
• The quicker you finish this project, the better.
• Of the two brothers, he is by far the faster.

Authority for this section: A University Grammar of English by Randolph Quirk and Sidney Greenbaum. Longman Group: Essex, England. 1993. Used with permission.

Less versus Fewer

When making a comparison between quantities we often have to make a choice between the words fewer and less. Generally, when we're talking about countable things, we use the word fewer; when we're talking about measurable quantities that we cannot count, we use the word less. "She had fewer chores, but she also had less energy." The managers at our local Stop & Shop seem to have mastered this: they've changed the signs at the so-called express lanes from "Twelve Items or Less" to "Twelve Items or Fewer." Whether that's an actual improvement, we'll leave up to you. We do, however, definitely use less when referring to statistical or numerical expressions: It's less than twenty miles to Dallas. He's less than six feet tall. Your essay should be a thousand words or less. We spent less than forty dollars on our trip. The town spent less than four percent of its budget on snow removal. In these situations, it's possible to regard the quantities as sums of countable measures.

Taller than I / me ??

When making a comparison with "than" do we end with a subject form or object form, "taller than I/she" or "taller than me/her." The correct response is "taller than I/she." We are looking for the subject form: "He is taller than I am/she is tall." (Except we leave out the verb in the second clause, "am" or "is.") Some good writers, however, will argue that the word "than" should be allowed to function as a preposition. If we can say "He is tall like me/her," then (if "than" could be prepositional like like) we should be able to say, "He is taller than me/her." It's an interesting argument, but — for now, anyway — in formal, academic prose, use the subject form in such comparisons. We also want to be careful in a sentence such as "I like him better than she/her." The "she" would mean that you like this person better than she likes him; the "her" would mean that you like this male person better than you like that female person. (To avoid ambiguity and the slippery use of than, we could write "I like him better than she does" or "I like him better than I like her.")

More than / over ??

In the United States, we usually use "more than" in countable numerical expressions meaning "in excess of" or "over." In England, there is no such distinction. For instance, in the U.S., some editors would insist on "more than 40,000 traffic deaths in one year," whereas in the UK, "over 40,000 traffic deaths" would be acceptable. Even in the U.S., however, you will commonly hear "over" in numerical expressions of age, time, or height: "His sister is over forty; she's over six feet tall. We've been waiting well over two hours for her."

The Order of Adjectives in a Series

It would take a linguistic philosopher to explain why we say "little brown house" and not "brown little house" or why we say "red Italian sports car" and not "Italian red sports car." The order in which adjectives in a series sort themselves out is perplexing for people learning English as a second language. Most other languages dictate a similar order, but not necessarily the same order. It takes a lot of practice with a language before this order becomes instinctive, because the order often seems quite arbitrary (if not downright capricious). There is, however, a pattern. You will find many exceptions to the pattern in the table below, but it is definitely important to learn the pattern of adjective order if it is not part of what you naturally bring to the language.

The categories in the following table can be described as follows:

1. Determiners — articles and other limiters. See Determiners
2. Observation — postdeterminers and limiter adjectives (e.g., a real hero, a perfect idiot) and adjectives subject to subjective measure (e.g., beautiful, interesting)
3. Size and Shape — adjectives subject to objective measure (e.g., wealthy, large, round)
4. Age — adjectives denoting age (e.g., young, old, new, ancient)
5. Color — adjectives denoting color (e.g., red, black, pale)
6. Origin — denominal adjectives denoting source of noun (e.g., French, American, Canadian)
7. Material — denominal adjectives denoting what something is made of (e.g., woolen, metallic, wooden)
8. Qualifier — final limiter, often regarded as part of the noun (e.g., rocking chair, hunting cabin, passenger car, book cover)

THE ROYAL ORDER OF ADJECTIVES
Determiner	Observation	Physical Description				Origin	Material	Qualifier	Noun
		Size	Shape	Age	Color
a	beautiful			old		Italian		touring	car
an	expensive			antique			silver		mirror
four	gorgeous		long- stemmed		red		silk		roses
her			short		black				hair
our		big		old		English			sheepdog
those			square				wooden	hat	boxes
that	dilapidated	little						hunting	cabin
several		enormous		young		American		basketball	players
some	delicious					Thai			food

This chart is probably too wide to print on a standard piece of paper. If you click HERE, you will get a one-page duplicate of this chart, which you can print out on a regular piece of paper.

It would be folly, of course, to run more than two or three (at the most) adjectives together. Furthermore, when adjectives belong to the same class, they become what we call coordinated adjectives, and you will want to put a comma between them: the inexpensive, comfortable shoes. The rule for inserting the comma works this way: if you could have inserted a conjunction — and or but — between the two adjectives, use a comma. We could say these are "inexpensive but comfortable shoes," so we would use a comma between them (when the "but" isn't there). When you have three coordinated adjectives, separate them all with commas, but don't insert a comma between the last adjective and the noun (in spite of the temptation to do so because you often pause there):

a popular, respected, and good looking student

See the section on Commas for additional help in punctuating coordinated adjectives.

Capitalizing Proper Adjectives

When an adjective owes its origins to a proper noun, it should probably be capitalized. Thus we write about Christian music, French fries, the English Parliament, the Ming Dynasty, a Faulknerian style, Jeffersonian democracy. Some periods of time have taken on the status of proper adjectives: the Nixon era, a Renaissance/Romantic/Victorian poet (but a contemporary novelist and medieval writer). Directional and seasonal adjectives are not capitalized unless they're part of a title:

We took the northwest route during the spring thaw. We stayed there until the town's annual Fall Festival of Small Appliances.

See the section on Capitalization for further help on this matter.

Collective Adjectives

When the definite article, the, is combined with an adjective describing a class or group of people, the resulting phrase can act as a noun: the poor, the rich, the oppressed, the homeless, the lonely, the unlettered, the unwashed, the gathered, the dear departed. The difference between a Collective Noun (which is usually regarded as singular but which can be plural in certain contexts) and a collective adjective is that the latter is always plural and requires a plural verb:

• The rural poor have been ignored by the media.
• The rich of Connecticut are responsible.
• The elderly are beginning to demand their rights.
• The young at heart are always a joy to be around.

Adjectival Opposites

The opposite or the negative aspect of an adjective can be formed in a number of ways. One way, of course, is to find an adjective to mean the opposite — an antonym. The opposite of beautiful is ugly, the opposite of tall is short. A thesaurus can help you find an appropriate opposite. Another way to form the opposite of an adjective is with a number of prefixes. The opposite of fortunate is unfortunate, the opposite of prudent is imprudent, the opposite of considerate is inconsiderate, the opposite of honorable is dishonorable, the opposite of alcoholic is nonalcoholic, the opposite of being properly filed is misfiled. If you are not sure of the spelling of adjectives modified in this way by prefixes (or which is the appropriate prefix), you will have to consult a dictionary, as the rules for the selection of a prefix are complex and too shifty to be trusted. The meaning itself can be tricky; for instance, flammable and inflammable mean the same thing.
A third means for creating the opposite of an adjective is to combine it with less or least to create a comparison which points in the opposite direction. Interesting shades of meaning and tone become available with this usage. It is kinder to say that "This is the least beautiful city in the state." than it is to say that "This is the ugliest city in the state." (It also has a slightly different meaning.) A candidate for a job can still be worthy and yet be "less worthy of consideration" than another candidate. It's probably not a good idea to use this construction with an adjective that is already a negative: "He is less unlucky than his brother," although that is not the same thing as saying he is luckier than his brother. Use the comparative less when the comparison is between two things or people; use the superlative least when the comparison is among many things or people.

• My mother is less patient than my father.
• Of all the new sitcoms, this is my least favorite show.

Some Adjectival Problem Children

Good versus Well

In both casual speech and formal writing, we frequently have to choose between the adjective good and the adverb well. With most verbs, there is no contest: when modifying a verb, use the adverb. He swims well. He knows only too well who the murderer is. However, when using a linking verb or a verb that has to do with the five human senses, you want to use the adjective instead. How are you? I'm feeling good, thank you. After a bath, the baby smells so good. Even after my careful paint job, this room doesn't look good. Many careful writers, however, will use well after linking verbs relating to health, and this is perfectly all right. In fact, to say that you are good or that you feel good usually implies not only that you're OK physically but also that your spirits are high. "How are you?" "I am well, thank you."

Bad versus Badly

When your cat died (assuming you loved your cat), did you feel bad or badly? Applying the same rule that applies to good versus well, use the adjective form after verbs that have to do with human feelings. You felt bad. If you said you felt badly, it would mean that something was wrong with your faculties for feeling.

Other Adjectival Considerations

Review the section on Compound Nouns and Modifiers for the formation of modifiers created when words are connected: a four-year-old child, a nineteenth-century novel, an empty-headed fool.
Review the section on Possessives for a distinction between possessive forms and "adjectival labels." (Do you belong to a Writers Club or a Writers' Club?)
Adjectives that are really Participles, verb forms with -ing and -ed endings, can be troublesome for some students. It is one thing to be a frightened child; it is an altogether different matter to be a frightening child. Do you want to go up to your professor after class and say that you are confused or that you are confusing? Generally, the -ed ending means that the noun so described ("you") has a passive relationship with something — something (the subject matter, the presentation) has bewildered you and you are confused. The -ing ending means that the noun described has a more active role — you are not making any sense so you are confusing (to others, including your professor).
The -ed ending modifiers are often accompanied by prepositions (these are not the only choices):

• We were amazed at all the circus animals.
• We were amused by the clowns.
• We were annoyed by the elephants.
• We were bored by the ringmaster.
• We were confused by the noise.
• We were disappointed by the motorcycle daredevils.
• We were disappointed in their performance.
• We were embarrassed by my brother.
• We were exhausted from all the excitement.
• We were excited by the lion-tamer.
• We were excited about the high-wire act, too.
• We were frightened by the lions.
• We were introduced to the ringmaster.
• We were interested in the tent.
• We were irritated by the heat.
• We were opposed to leaving early.
• We were satisfied with the circus.
• We were shocked at the level of noise under the big tent.
• We were surprised by the fans' response.
• We were surprised at their indifference.
• We were tired of all the lights after a while.
• We were worried about the traffic leaving the parking lot.

A- Adjectives

The most common of the so-called a- adjectives are ablaze, afloat, afraid, aghast, alert, alike, alive, alone, aloof, ashamed, asleep, averse, awake, aware. These adjectives will primarily show up as predicate adjectives (i.e., they come after a linking verb).

• The children were ashamed.
• The professor remained aloof.
• The trees were ablaze.

Occasionally, however, you will find a- adjectives before the word they modify: the alert patient, the aloof physician. Most of them, when found before the word they modify, are themselves modified: the nearly awake student, the terribly alone scholar. And a- adjectives are sometimes modified by "very much": very much afraid, very much alone, very much ashamed, etc.

report

An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or the pronoun which it modifies.
In the following examples, the highlighted words are adjectives:

The truck-shaped balloon floated over the treetops.

Mrs. Morrison papered her kitchen walls with hideous wall paper.

The small boat foundered on the wine dark sea.

The coal mines are dark and dank.

Many stores have already begun to play irritating Christmas music.

A battered music box sat on the mahogany sideboard.

The back room was filled with large, yellow rain boots.

An adjective can be modified by an adverb, or by a phrase or clause functioning as an adverb. In the sentence

My husband knits intricately patterned mittens.

for example, the adverb "intricately" modifies the adjective "patterned."
Some nouns, many pronouns, and many participle phrases can also act as adjectives. In the sentence

Eleanor listened to the muffled sounds of the radio hidden under her pillow.

for example, both highlighted adjectives are past participles.
Grammarians also consider articles ("the," "a," "an") to be adjectives.

Possessive Adjectives

A possessive adjective ("my," "your," "his," "her," "its," "our," "their") is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or a noun phrase, as in the following sentences:

I can't complete my assignment because I don't have the textbook.

In this sentence, the possessive adjective "my" modifies "assignment" and the noun phrase "my assignment" functions as an object. Note that the possessive pronoun form "mine" is not used to modify a noun or noun phrase.

What is your phone number.

Here the possessive adjective "your" is used to modify the noun phrase "phone number"; the entire noun phrase "your phone number" is a subject complement. Note that the possessive pronoun form "yours" is not used to modify a noun or a noun phrase.

The bakery sold his favourite type of bread.

In this example, the possessive adjective "his" modifies the noun phrase "favourite type of bread" and the entire noun phrase "his favourite type of bread" is the direct object of the verb "sold."

After many years, she returned to her homeland.

Here the possessive adjective "her" modifies the noun "homeland" and the noun phrase "her homeland" is the object of the preposition "to." Note also that the form "hers" is not used to modify nouns or noun phrases.

We have lost our way in this wood.

In this sentence, the possessive adjective "our" modifies "way" and the noun phrase "our way" is the direct object of the compound verb "have lost". Note that the possessive pronoun form "ours" is not used to modify nouns or noun phrases.

In many fairy tales, children are neglected by their parents.

Here the possessive adjective "their" modifies "parents" and the noun phrase "their parents" is the object of the preposition "by." Note that the possessive pronoun form "theirs" is not used to modify nouns or noun phrases.

The cat chased its ball down the stairs and into the backyard.

In this sentence, the possessive adjective "its" modifies "ball" and the noun phrase "its ball" is the object of the verb "chased." Note that "its" is the possessive adjective and "it's" is a contraction for "it is."

Demonstrative Adjectives

The demonstrative adjectives "this," "these," "that," "those," and "what" are identical to the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as in the following sentences:

When the librarian tripped over that cord, she dropped a pile of books.

In this sentence, the demonstrative adjective "that" modifies the noun "cord" and the noun phrase "that cord" is the object of the preposition "over."

This apartment needs to be fumigated.

Here "this" modifies "apartment" and the noun phrase "this apartment" is the subject of the sentence.

Even though my friend preferred those plates, I bought these.

In the subordinate clause, "those" modifies "plates" and the noun phrase "those plates" is the object of the verb "preferred." In the independent clause, "these" is the direct object of the verb "bought."
Note that the relationship between a demonstrative adjective and a demonstrative pronoun is similar to the relationship between a possessive adjective and a possessive pronoun, or to that between a interrogative adjective and an interrogative pronoun.

Interrogative Adjectives

An interrogative adjective ("which" or "what") is like an interrogative pronoun, except that it modifies a noun or noun phrase rather than standing on its own (see also demonstrative adjectives and possessive adjectives):

Which plants should be watered twice a week?

Like other adjectives, "which" can be used to modify a noun or a noun phrase. In this example, "which" modifies "plants" and the noun phrase "which plants" is the subject of the compound verb "should be watered":

What book are you reading?

In this sentence, "what" modifies "book" and the noun phrase "what book" is the direct object of the compound verb "are reading."

Indefinite Adjectives

An indefinite adjective is similar to an indefinite pronoun, except that it modifies a noun, pronoun, or noun phrase, as in the following sentences:

Many people believe that corporations are under-taxed.

The indefinite adjective "many" modifies the noun "people" and the noun phrase "many people" is the subject of the sentence.

I will send you any mail that arrives after you have moved to Sudbury.

The indefinite adjective "any" modifies the noun "mail" and the noun phrase "any mail" is the direct object of the compound verb "will send."

They found a few goldfish floating belly up in the swan pound.

In this example the indefinite adjective modifies the noun "goldfish" and the noun phrase is the direct object of the verb "found":

The title of Kelly's favourite game is "All dogs go to heaven."

Here the indefinite pronoun "all" modifies "dogs" and the full title is a subject complement.

THE WAY WE LIVE

Bang the drum, baby,
let us roll tremors
of sound to wake
the Lord God of motion
sleeping under the skin.

Of choosing what to wear
this Saturday night:
cool, sexy black
or simply fuck-me red?
Should I gel my hair
or let it fall like water?

Of sitting on the sad
and beautiful face of James Dean
while listening to reggae
at Blue Café.

Of chatting with friends
at The Library
while Allan Shimmers
with his sequins and wit.

Of listening to stories at Cine Café:
the first eye-contact,
conversations glowing
in the night,
lips and fingers touching,
groping for each other’s loneliness.

Of driving home
under the flyover’s dark wings
(a blackout once again plunges
the city to darkness)

Summer’s thunder
lighting up the sky
oh heat thick
as desire

Then suddenly the rain:
finally falling,
falling everywhere:
to let go, then,
to let go and to move on,
this is the way it seems
to be. Bang the drum, baby.

GAHASA

Eksibit blg.1: baril
o kahit na anong sandata
patunay ng pagbabanta

Eksibit blg.2: panti na may mantsa
patunay ng kabirhenan ng dalaga

Eksibit blg.3: sertipikasyon ng doktor
Patunay na--
a: sapilitan
b: lubusan
ang pagpasok ng ari

Eksibit blg.4: sertipikasyon ng pagkatao
patunay ng hindi pagiging puta

Ipasok sa hukuman ang nasasakdal
Iharap sa hukuman ang nagsasakdal
Simulan ang panggagahasa